IDS 2935 Becoming Black - QUEST 1 I. Course Information - University of Florida
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
IDS 2935 Becoming Black
QUEST 1
I. Course Information
Quest 1 Theme: Identity
Fall 2021
Meeting Day/Time: M-W-F period 4 (10.40am-11.30am)
Location: FLG 0220
Primary General Education Designation: Humanities and Diversity
Writing (2000 words)
A minimum grade of C is required for general education
Instructors
Abdoulaye Kane
Akane@ufl.edu
Office location: 439 Grinter Hall
Office hours: M 5; W5; F 5 or by appointment
Phone: (352) 392-6788
Alioune Sow
sow@ufl.edu
Office location: 484 Grinter Hall
Office hours: M 7-8; W 6 or by appointment.
Phone: (352) 392-24
Course Description
Becoming black is an interdisciplinary class that focuses on race and blackness as social
constructs. It explores the ways blackness and race, have been shaped and discussed by
various thinkers, in cultural productions ranging from the antiquity to the contemporary
moment, across America, Europe and Africa. The crafting of blackness as an identity marker,
both chosen and imposed, and the underlying negotiations by individuals of African descent
is central to the class’ exploration of the changing meaning of blackness across classes,
nationalities, ethnicities, gender, religions, and sexual orientations. How to account and
analyze the experience of a variety of people of African descent being reduced to their black
bodies within the West? The class is organized around specific issues about black identities.
It addresses blackness as a historically western idea of otherness that produced over time a
variety of discourses justifying white domination over black bodies and territories. It looks at
blackness as a common condition shared by people of African descent that is used to foster
1solidarity, consciousness, to respond to western hegemonic discourses on race and social
hierarchies. The class engages with blackness as an imposed category that alters national,
ethnic, religious, gender, and sexual identities for African immigrants in America and
elsewhere. It also engages with contrasts and differences: are there contrasted ways to engage
with race and blackness around the globe? What makes the American experiences different
from the European and the African experiences? On materials drawn from the humanities
including paintings, photography, ethnographies, memoirs, essays, novels, films and
documentaries, the class engages with the meaning of being black in contemporary western
democracies, analyzing the forms of activism, dominant narratives and counter-narratives
produced on the subject of black identity (ies).
Learning Objectives
• Reflect on the ways race relations and blackness have been framed in Western
discourses.
• Examine how the idea and ideologies about race and blackness have evolved over
time?
• Explore the ways in which Black intellectuals and artists reacted to racial prejudice?
• Understand how migration and globalization processes affect the discourse on
blackness?
• Enrich and consolidate knowledge about race and blackness through selected readings
and material used in class and assignments.
Required & Recommended Course Materials (to purchase/rent)
There are two required texts:
• Michelle Wright (2004). Becoming Black: Creating Identity in the African Diaspora.
Duke University Press
• Chimamanda Ngozi Adichie (2013). Americanah. Alfred A. Knopf.
Additional material including excerpts, essays, book chapters and articles will be available on
Canvas.
• Suggested writing material
https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_g
uide/mla_general_format.html
II. Coursework & Schedule
1. List of Graded Work
Assignment Description Requirements Points
Four response papers are required. The response
Response paper should demonstrate how students critically 400 words 20
papers engage with the reading material. Instructors will
give students the opportunity to choose among
2selected readings. One of the response papers will
address the experiential learning opportunities.
The response papers do not count towards the
2000 words.
Two essays are required. For each essay, students
are expected to read two articles on the assigned
Essays topic and use further suggested materials to
critically analyze the topic.
The essays count towards the 2000 words.
Essay 1: The first one is an analytical essay. It will
be on the evolving nature of racial categories by
1000 words 15
evaluating the history of race as a social construct
in different places and epochs.
Essay 2: The second essay will be on blackness
1000 words 15
and contemporary experiences of mobility.
A final project, which is a self-reflection, is
required for this class. Students will be asked to
reflect on contemporary issues related to blackness
and race in America. The project should focus on
how what the students have learned from the class
Final project 35
has changed or not their personal perspective on
blackness and race. The project could be a power
point presentation, a poster or an essay. Students
will receive feedback on the final writing
assignment a week after submission.
Submit three questions on the reading material or
on the weekly topic addressed in class. These
Weekly
questions will need to be submitted at the 5
questions
beginning of each week. Instructors will use the
questions to facilitate the discussions.
Attendance for this class is mandatory and will be
taken at the start of each class – it is therefore
important you arrive in class on time. Instructors
will take points off for each class absence, unless
appropriate written justification is provided, or the
absence is due to one of the “acceptable reasons”
as per UF policies.
You are allowed four “personal days” for the
Attendance semester, after which each absence that does not
& meet university criteria for “excused” will result in 10
Participation a one-point deduction from your final grade.
Participation in class discussions is crucial, and
students are expected to actively contribute to
discussions if they want to obtain full score in this
component.
To facilitate participation and discussion, students
will be subdivided into small discussion group (4
to 5 students per group).
Total 100
34
2. Weekly Course Schedule
Topic/Assignment Assigned
Week/ Date Activity
(Question/Subject) Work Due
Week 1 Presentation of the course and Syllabus overview
Topic
Conceptualizing race: The Invention of the Black Other
How race relations and blackness have been framed in Western discourses? And how the
Summary idea and ideologies about race and blackness have evolved over time?
The reading material include literature, philosophy, history and anthropology.
Michelle Wright (2004). Becoming Black: Creating Identity in the African Diaspora.
Introduction, pp. 1-26.
Readings/Works
Herodotus: The histories 2.104, 1 page.
Montaigne “Of cannibals” (1580) 16 pages.
Submit on
canvas by
Assignment
Submit three questions on reading material. Sunday at
11:59pm
Week 2 Topic Conceptualizing Race: sensibilities and the Black Other
Further examinations of race relations and blackness in Western discourses.
How have legislation, institutions and social life consolidated racial boundaries and
Summary
categories?
The reading material include literature, philosophy, and law
“Negroes” entry in Encyclopedia of Diderot and D’Alembert (1751). Access through the
online version of the encyclopedia available at University of Michigan:
Readings/Works
https://quod.lib.umich.edu/d/did/
Richard McMahon (2018). “The history of transdisciplinary race classification: methods,
5Topic/Assignment Assigned
Week/ Date Activity
(Question/Subject) Work Due
politics and institutions, 1840s–1940s.” BJHS 51(1): 41–67, March 2018.
Watch documentary Human Zoos: Submit on
https://www.youtube.com/watch?v=-SFMxa2IYU0 (55 minutes) canvas by
Assignment
Sunday at
Submit response paper on the documentary on Human Zoos. 11:59 pm
Week 3 Topic Human condition, race relations and white superiority
How race shape individual and collective identities?
Summary Renewed prejudices, presence or absence of the black subject and white superiority
The reading material include anthropology, literature and cultural studies
Michelle Wright (2004). Becoming Black: creating Identity in African Diaspora.
Readings/Works Chapter 1, pp. 27-65.
Jan Pieterse “Popular types” in White and Black Yale University Press, 1992, pp. 152-166
Submit on
Canvas by
Assignment Submit three questions on Pieterse’s chapter.
Sunday at
11.59pm
Black intellectuals encounters and intercultural exchanges: black subjectivity, artistic
Week 4 Topic
production and mediation
How Black intellectuals and artists reacted to racial prejudice?
Analyze the contradictions between the ideals of Western modernity and establishment
and perpetuation of racial systems.
Summary
WW1 and WW2, human condition and the demystification of white superiority.
Can the negritude movement in Paris considered the first transnational and transcultural
movement to respond to racial categorizations?
6Topic/Assignment Assigned
Week/ Date Activity
(Question/Subject) Work Due
The reading material include poetry, anthropology, history, literature.
Michelle Wright (2004). Becoming Black: creating Identity in African Diaspora. Chapter
Readings/Works 2, pp. 66-110.
Watch documentary on Josephine Baker:
Assignment https://www.youtube.com/watch?v=VX-4xb3-
LVI&list=LLEQm8zNOKs6AnKrMqZcymwQ&index=149 (46 minutes)
Week 5 Topic Black subjectivity, gender and cultural production
How do race and gender intersect in the writing and performance of Black Women
writers and artists?
Summary Analyze Josephine Baker’s performances, Zola Neale Hurston’s letters and Paulette
Nardal’s literary salon
The reading material include dance and literature.
Edwards “Feminism and L’internationalisme noir: Paulette Nardal”, in Practices of
Readings / Works Diaspora, pp. 119- 186.
Submit on
Visit of the Zola Neale Hurston archive at UF library (Zola Neale Hurston’s letters). Canvas by
Assignment
Submit the second response paper on the archive and supplementary material Sunday at
11:59pm
Week 6 Topic “Black subjects matter”: Fanon and the postcolonial black subject
How does White domination shape Black consciousness?
Confronting White domination and Black consciousness. Understand the contradictions
Summary evoked by Fanon in the attempt to affirm black subjectivity through the assimilation to
western modernity.
The reading material include literature, psychology, philosophy, and anthropology
7Topic/Assignment Assigned
Week/ Date Activity
(Question/Subject) Work Due
Michelle Wright (2004). Becoming Black: creating Identity in African Diaspora. Chapter
3, pp. 111-135.
Readings/Works Frantz Fanon: Chapter 5 “The lived experience of the Black man” in Black Skin White
Masks, 1952, pp 89-119.
Essay 1 to
be Submit
ed on
Assignment Essay 1 on Black subjectivity and cultural production due
canvas on
Sunday at
11:59pm
Biracialism, new identities and subjectivities in Americas and Europe
Week 7 Topic
What are the challenges associated with crossing racial boundaries? How are biracialism
Summary and hybridity negotiated? What are the politics and dilemmas biracial subjects have to
confront?
Michelles Wright (2004). Becoming black: Creating Identity in the African Diaspora.
Readings/Works Chapter 5, 183-227.
The reading material include anthropology, popular culture, and film.
Submit on
canvas by
Assignment Watch Spike Lee’s Jungle Fever and submit three questions on the film. (132 minutes)
Sunday at
11:59pm.
Week 8 Topic Gender and the new female black subjectivity
How do Feminists Black writers rethink race?
Summary
Bring forth the voices of leading female black subjects confronting the masculine framing
8Topic/Assignment Assigned
Week/ Date Activity
(Question/Subject) Work Due
of blackness. Identify commonalities with biracial narratives
Michelle Wright (2004). Becoming Black: creating Identity in African Diaspora. Duke
University Press. Chapter 4, pp. 136-182.
Readings/Works
Introduction and chapter “Black women and feminism”
The reading material include literature, anthropology, ethnic and cultural studies.
Submit on
canvas by
Assignment Submit the third response on Gender and Black Feminism
Sunday at
11:59pm.
Being and Becoming Black in Europe
Week 9 Topic
How did migration and mobility produce new ways of thinking blackness and new forms
of activism?
Summary
Explore the experience of being and becoming black in Europe for various people of
African descent.
George Hutchinson “American Transnationalism and the Romance of Race.” American
Studies, 2010, Vol. 55, No. 4, pp. 687-697.
Readings/Works Michelle Smith (2006). “Blackening Europe/Europeanizing Blackness: Theorizing the
Black Presence in Europe.” Contemporary European History, 15, 3 (2006), pp. 423–439
The reading material include history, literature and anthropology.
Watch Fatou Niang’s Mariannes Noires (77 minutes)
Assignment
Start thinking of the final project
Week 10 Topic Becoming Black in the Americas
What are the representations of Black identities in America?
Summary
Confronting black identities and black voices in America.
9Topic/Assignment Assigned
Week/ Date Activity
(Question/Subject) Work Due
Chimamanda Ngozi Adichie (2013). Americanah. Alfred A. Knopf. Part 1, 2 and 3.
Readings/Works
The reading material include literature (novel), anthropology, cultural studies.
Visit the UF Black Greek Organizations garden (UF campus). Write the fourth response Submit to
paper on the visit. canvas by
Assignment
Sunday at
Communicate to the instructors topics of the final project 11:59pm
Week 11 Topic “Telling stories” and writing the contemporary Black experience in America.
How telling stories participate in the construction of race relations?
Summary Understand the importance of “telling stories” about the experience of being and
becoming black in America for various people of African descent.
Chimamanda Ngozi Adichie (2013). Americanah. Alfred A. Knopf. Finish the study of
Adichie’s novel
Readings/Works
Watch “Dollars and Dreams” by Jeremy Rocklin. (56 minutes)
The reading material include literature (novel), sociology, and anthropology
Essay 2 on Becoming Black, Migration, and new Black Subjectivities Submit to
Discuss with the instructors the final project, the content and the presentation. canvas by
Assignment
Sunday at
11:59pm
Week 12 Topic Transnational Connections around Blackness
How globalization processes affect the discourse on blackness?
Summary Examine the transnational cultural connections and the emerging transnational solidarities
around blackness, dissent, and protest.
Readings/Works T.V Reed The Art of protests Chapter 1. “Singing civil rights”, pp. 1-39.
The reading material include anthropology, literature and popular culture.
10Topic/Assignment Assigned
Week/ Date Activity
(Question/Subject) Work Due
Watch Coogler Black Panther (134 minutes) and reflect on its capacity to capture the
imagination of Blacks fighting against racism and for racial justice.
Assignment If not already done attend one event organized by either the Alachua NACCP chapter, the
UF societies (UF National Society of Black Engineers), the Institute of Black Studies,
The Samuel Proctor Program Oral History Program or the Center for African Studies
Week 13 Topic Being Black in America today
What does it mean to be or to become black in America today?
Summary Understand whether there are new ways and forms to address issues related to being black
in America today.
Ta-Nehisi Coates, We were eight years in power, chapter “My president was black”, pp.
Readings/Works 293-339.
The reading material include anthropology and cultural studies
Assignment Finalize your project to be presented in the next two weeks
Project Presentations
Week 14 Topic Students are expected to demonstrate “knowledge of the concept, methodology, and
theories used” to examine blackness. Students should be able to clearly communicate
ideas about topics and explain how the topic has been relevant to their own experience.
Project Presentations
Students are expected to demonstrate “knowledge of the concept, methodology, and
Week 15 Topic theories used” to examine blackness. Students should be able to clearly communicate
ideas about topics and explain how the topic has been relevant to their own experience.
11III. Grading
3. Statement on Attendance and Participation
Attendance and Participation:
Requirements for class attendance and make-up exams, assignments, and other work in this
course are consistent with university policies that can be found at:
https://catalog.ufl.edu/UGRD/academic-regulations/attendance-policies/
· Attendance: will be taken daily and recorded in the Canvas gradebook. You are allowed
four “personal days” for the semester, after which each absence that does not meet
university criteria for “excused” will result in a one-point deduction from your final
grade.
· Participation: Consistent informed, thoughtful, and considerate class participation is
expected and will be evaluated using the rubric below. The instructor will inform you of
your participation grade to date when assignments are returned and schedule a conference
if you are earning below 70% of the possible points.
· NOTE: If you have personal issues that prohibit you from joining freely in class
discussion, e.g., shyness, language barriers, etc., see the instructor as soon as possible to
discuss alternative modes of participation.
Participation Grading Rubric:
High Quality Average Needs Improvement
Informed: Shows Demonstrate that the Demonstrate that the No reading done and
evidence of having required material has required material has no activity
done the assigned been read. been read. completed. Misses
work. Demonstrate that the Demonstrate that the activities and
scheduled activities scheduled activities response papers.
have been completed. have been completed
Response papers and Does not always
questions sent on show interest.
time. Show interest Irregular
and enthusiasm for contributions and
the subject with irregular response
active contribution. papers and questions
Show ability to use posted on Canvas.
material studied by Shows some
critically engaging difficulties with
with it, making material read and
references, using does not contact
quotes. instructors.
Thoughtful: Shows Being able to Being able to Inability to engage
evidence of having systematically summarize previous with issues covered
understood and summarize readings sessions, use key in classes. Does not
considered issues and discussions concepts, and relate understand key
raised. covered in previous to topics covered concepts and does not
sessions, identify and relate to topics
use important
12concepts. Ability to covered.
relate to topics
covered. Shares
additional references
when possible.
Considerate: Takes Active contribution to Moderate No contribution to
the perspective others class discussions and contribution to class class discussions. No
into account. activities. Respectful discussions. engagement with
towards others, Respectful towards others. No reference
engage with others. others, engage with to material covered.
Lead discussions. others. Relate and use
Relate and use material to contribute
material to contribute to discussions.
to class discussions. Reluctant to share
Share ideas. ideas
3a. WR Statements and Grading Rubric
SATISFACTORY (Y) UNSATISFACTORY (N)
CONTENT Papers exhibit at least some Papers either include a central
evidence of ideas that idea(s) that is unclear or off-
respond to the topic with topic or provide only minimal
complexity, critically or inadequate discussion of
evaluating and synthesizing ideas. Papers may also lack
sources, and provide at least sufficient or appropriate
an adequate discussion with sources.
basic understanding of
sources. Demonstrate good
use of material.
ORGANIZATION AND Organized structure with Documents and paragraphs
COHERENCE recognizable parts and lack identifiable organization,
sections. Good transitions may lack coherence in
between sections or associating, disorganized
segments. Clear thesis ideas, and may also lack
recognizable and explains transitions and coherence to
what the student is going to guide the reader.
do and how. Identifiable
structure that reflects
processes of thought. Ability
to explain how the thesis will
be demonstrated.
ARGUMENT AND Essays use persuasive and Documents make only weak
SUPPORT confident presentation of generalizations, providing
ideas, strongly supported with little or no support, as in
evidence. At the weak end of summaries or narratives that
the Satisfactory range, fail to provide critical
documents may provide only
13generalized discussion of analysis.
ideas or may provide
adequate discussion but rely
on weak support for
arguments.
STYLE The works use a writing style Documents rely on word
with word choice appropriate usage that is inappropriate for
to the context, genre, and the context, genre, or
discipline. Sentences display discipline. Sentences may be
complexity and logical overly long or short with
sentence structure. At a awkward construction.
minimum, documents will Documents may also use
display a less precise use of words incorrectly.
vocabulary and an uneven use
of sentence structure or a
writing style that occasionally
veers away from word choice
or tone appropriate to the
context, genre, and discipline.
MECHANICS Papers will feature correct or Papers contain so many
error-free presentation of mechanical or grammatical
ideas. At the weak end of the errors that they impede the
Satisfactory range, papers reader’s understanding or
may contain some spelling, severely undermine the
punctuation, or grammatical writer’s credibility.
errors that remain unobtrusive
so they do not muddy the
paper’s argument or points.
“The Writing Requirement (WR) ensures students both maintain their fluency in writing and
use writing as a tool to facilitate learning.
-The instructor will evaluate and provide feedback, on all of the student’s written
assignments with respect to grammar, punctuation, clarity, coherence, and organization.
WR Course grades have two components. To receive writing requirement credit, a student
must receive a grade of C or higher and a satisfactory completion of the writing component
of the course”
4. Grading Scale
For information on how UF assigns grade points, visit:
https://catalog.ufl.edu/UGRD/academic-regulations/grades-grading-policies/
A 94 – 100% of C 74 – 76%
possible points
A- 90 – 93% C- 70 – 73%
B+ 87 – 89% D+ 67 – 69%
B 84 – 86% D 64 – 66%
B- 80 – 83% D- 60 – 63%
14C+ 77 – 79% E
V. General Education and Quest Objectives & SLOs
Humanities + Quest 1 + Course Objectives
Humanities Objectives è Quest 1 Objectives è This Course’s Objectives è Objectives will be
(This course will….) Accomplished By:
(This course will accomplish
the objective in the box at
left by…)
Humanities courses provide Address the history, key Explore the history of race, Reading and discussion of
instruction in the history, key themes, principles, blackness, black influential essays, texts,
themes, principles, terminologies, theories, and consciousness, across time, narratives on blackness.
terminology, and theory or methodologies of various arts territories and disciplines. Evaluate and discuss the
methodologies used within a and humanities disciplines that Using the humanities to representations of Blackness in
humanities discipline or the enable us to ask essential examine and understand how popular culture.
humanities in general. questions about the human theories of blackness and
condition. representations have evolved.
Students will learn to identify Present different arts and Identify and discuss the Distinguish the evolution of
and to analyze the key humanities disciplines’ commonalities and discourses and their responses
elements, biases and influences distinctive elements, along specificities of the engagement through case studies
that shape thought. with their biases and and response to issues of
influences on essential blackness and race.
questions about the human
condition.
Explore at least one arts or Examine responses to Attend seminars; visit sites,
humanities resource outside blackness in varied cultural doing archival research and
their classroom and explain productions from the US, take part into activities.
how engagement with it Europe and Africa. Contrast
complements classroom work. with how local responses to
16blackness are addressed.
These courses emphasize clear Enable students to analyze and Identify and analyze the Essays, response papers,
and effective analysis and evaluate essential questions multiple approaches through discussions, presentations and
approach issues and problems about the human condition which the humanities address final project
from multiple perspectives. clearly and effectively in issues of blackness and race
writing and other forms
appropriate to the discipline.
Analyze the role arts and Understand through readings, Self-reflection and
humanities play in the lives of exhibits, documentaries and argumentative essays and
individuals and societies and films how race and blackness presentations.
the role they might play in are understood and do play a
students’ undergraduate degree role in the students’ lives
programs and lives after during and after college
college.
17This Course’s Student Learning Outcomes (SLOs)—Gen Ed Primary Area and Quest
Humanities SLOs Quest 1 SLOs This Course’s SLOs Assessment
Students will be able to Students will be able to Students will be able to Student competencies
will be assessed
through…
Content Identify, describe, and Identify, describe, and Identify, describe and Class participation,
explain the history, explain the history, explain history, response papers, essays
underlying theory and theories, and evolving theories used and final project.
methodologies used. methodologies used to to address questions
examine essential about blackness and
questions about the race across disciplines
human condition within and territories.
and across the arts and
humanities disciplines
incorporated into the
course.
Critical Thinking Identify and analyze Analyze and evaluate Analyze and evaluate Class participation,
key elements, biases and essential questions essays, articles, novels, response papers, essays
influences that shape about the human films and forms of and final project
thought within the condition using activism focusing on
subject area. Approach established practices blackness and race
issues and problems appropriate for the arts
within the discipline and humanities
from multiple disciplines incorporated
perspectives. into the course.
Communication Communicate Develop and present Develop and present Class participation,
knowledge, thoughts clear and effective analysis and responses response papers, essays
and reasoning clearly responses to essential to the construction and and final project.
18and effectively. questions in oral and representation of
written forms as blackness and race
appropriate to the
relevant humanities
disciplines incorporated
into the course.
Connection N/A Connect course Understanding and Class participation, site
content with critical reflect on one’s visits and attend
reflection on their experience and seminars, talks and
intellectual, personal, knowledge of blackness activities.
and professional and race and how one
development at UF and engages with the issues
beyond. and respond to it.
Secondary Objectives and SLOs (Optional)
Diversity Objectives è This Course’s Objectives Objectives will be Accomplished By:
Students will be able to
Students engage with diversity as a Understand how diversity has been Readings and analyses, class discussions,
dynamic concept related to human examined and commented upon. Trace site visits, talks and seminars, response
differences and their intersections, such as how blackness as a human difference has papers, essays and final project.
(but not limited to) race, gender identity, been explored and responded to by
class, ethnicity, religion, age, sexual influential thinkers, artists and individuals
orientation, and (dis)abilities. at different time and space in history.
Students critically analyze and evaluate Critically analyze and evaluate how Readings and analyses, class discussions,
how social inequities are constructed and blackness and race have been constructed, site visits, talks and seminars, response
affect the opportunities and constraints developed and disputed. Comparative papers, essays and final project.
approach seeks to understand
19across the US population. commonalities and differences in the US,
Europe and Africa
Students analyze and reflect on the ways Analyze and reflect on the ways beliefs Readings and analyses, class discussions,
in which cultures and beliefs mediate their and knowledge on blackness and race site visits, talks and seminars, response
own and other people’s understandings of have been negotiated in students lives. papers, essays and final project.
themselves and an increasingly diverse
U.S. society.
Diversity Student Learning Outcomes (for D co-designation)
Diversity SLOs Course SLOs Assessment
Students will be able to Students will be able to Student competencies will be
assessed through…
Content Identify, describe, and explain Identify, describe and explain Readings and analyses, class
the historical processes and the historical processes and discussions, site visits, talks
contemporary experiences contemporary experiences and seminars, response papers,
characterizing diversity as a characterizing blackness as a essays and final project.
dynamic concept related to dynamic concept related to
human differences and their human difference and its
intersections, such as (but not intersections such as class,
limited to) race, gender ethnicity, gender identity and
identity, class, ethnicity, sexual orientation.
religion, age, sexual
orientation, and disability.
Critical Thinking Analyze and evaluate how Analyze and evaluate how Readings and analyses, class
social inequities are blackness and race are discussions, site visits, talks
constructed and affect the constructed and affect the and seminars, response papers,
opportunities and constraints opportunities and constraints essays and final project.
of different groups in the of different groups in the US,
20United States. Analyze and Europe and Africa. Identify
reflect on the ways in which and understand how blackness
cultures and beliefs mediate and race are negotiated,
understandings of an contested and mediated.
increasingly diverse U.S.
society.
Communication Develop and present clear and Develop and communicate Class discussions, response
effective responses to clear, structured and papers, essays and final project
questions about diversity in convincing responses to
oral and written forms. questions about race and past
and contemporary experiences
of blackness in oral and written
forms.
21VI. Required Policies
9. In-Class Recording
Students are allowed to record video or audio of class lectures. However, the purposes for
which these recordings may be used are strictly controlled. The only allowable purposes are
(1) for personal educational use, (2) in connection with a complaint to the university, or (3) as
evidence in, or in preparation for, a criminal or civil proceeding. All other purposes are
prohibited. Specifically, students may not publish recorded lectures without the written
consent of the instructor.
A “class lecture” is an educational presentation intended to inform or teach enrolled students
about a particular subject, including any instructor-led discussions that form part of the
presentation, and delivered by any instructor hired or appointed by the University, or by a
guest instructor, as part of a University of Florida course. A class lecture does not include lab
sessions, student presentations, clinical presentations such as patient history, academic
exercises involving solely student participation, assessments (quizzes, tests, exams), field
trips, private conversations between students in the class or between a student and the faculty
or lecturer during a class session.
Publication without permission of the instructor is prohibited. To “publish” means to share,
transmit, circulate, distribute, or provide access to a recording, regardless of format or
medium, to another person (or persons), including but not limited to another student within
the same class section. Additionally, a recording, or transcript of a recording, is considered
published if it is posted on or uploaded to, in whole or in part, any media platform, including
but not limited to social media, book, magazine, newspaper, leaflet, or third party
note/tutoring services. A student who publishes a recording without written consent may be
subject to a civil cause of action instituted by a person injured by the publication and/or
discipline under UF Regulation 4.040 Student.
10. Students Requiring Accommodation
Students with disabilities who experience learning barriers and would like to request
academic accommodations should connect with the Disability Resource Center by visiting
https://disability.ufl.edu/students/get-started/. It is important for students to share their
accommodation letter with their instructor and discuss their access needs, as early as possible
in the semester.
11. UF Evaluations Process
Students are expected to provide professional and respectful feedback on the quality of
instruction in this course by completing course evaluations online via GatorEvals. Guidance
on how to give feedback in a professional and respectful manner is available at
https://gatorevals.aa.ufl.edu/students/. Students will be notified when the evaluation period
opens, and can complete evaluations through the email they receive from GatorEvals, in their
Canvas course menu under GatorEvals, or via https://ufl.bluera.com/ufl/. Summaries of
course evaluation results are available to students at https://gatorevals.aa.ufl.edu/public-
results/.
12. University Honesty Policy
UF students are bound by The Honor Pledge which states, “We, the members of the
University of Florida community, pledge to hold ourselves and our peers to the highest
22standards of honor and integrity by abiding by the Honor Code. On all work submitted for
credit by students at the University of Florida, the following pledge is either required or
implied: “On my honor, I have neither given nor received unauthorized aid in doing this
assignment.” The Honor Code (https://www.dso.ufl.edu/sccr/process/student-conduct-honor-
code/) specifies a number of behaviors that are in violation of this code and the possible
sanctions. Furthermore, you are obligated to report any condition that facilitates academic
misconduct to appropriate personnel. If you have any questions or concerns, please consult
with the instructor or TAs in this class.
13. Counseling and Wellness Center
Contact information for the Counseling and Wellness Center:
http://www.counseling.ufl.edu/cwc/Default.aspx, 392-1575; and the University Police
Department: 392-1111 or 9-1-1 for emergencies.
14. The Writing Studio
The writing studio is committed to helping University of Florida students meet their
academic and professional goals by becoming better writers. Visit the writing studio online at
http://writing.ufl.edu/writing-studio/ or in 2215 Turlington Hall for one-on-one consultations
and workshops.
23You can also read
